Reflective practitioners: expectations vs facts

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dc.contributor.authorWitkowska, Magdalena
dc.date.accessioned2012-01-26T13:47:55Z
dc.date.available2012-01-26T13:47:55Z
dc.date.issued2010
dc.description.abstractOver the years of working at school teachers gain experience that is necessary for their professional development. The teaching experience may appear of little value if teachers do not reflect upon it. Reflection is the key to success in teaching. The article presents the results of a questionnaire conducted with foreign language teachers from Gorzów Wielkopolski, Poland schools who were asked about their reflection. Many teachers (95%) reported that they reflected on their teaching and even made notes (50%). The research outcomes provide interesting facts about teachers’ reflections.pl_PL
dc.identifier.citationGlottodidactica vol. XXXVI, 2010, pp. 179-188.pl_PL
dc.identifier.issn0072-4769
dc.identifier.urihttp://hdl.handle.net/10593/1914
dc.language.isoenpl_PL
dc.publisherWydawnictwo Naukowe UAMpl_PL
dc.subjectexperiencepl_PL
dc.subjectteaching experiencepl_PL
dc.subjectpractical knowledgepl_PL
dc.subjectteacher autonomypl_PL
dc.subjectreflectionpl_PL
dc.subjectreflective practitionerspl_PL
dc.subjectauto-reflectionpl_PL
dc.subjectself-evaluationpl_PL
dc.subjectteacher developmentpl_PL
dc.titleReflective practitioners: expectations vs factspl_PL
dc.typeArtykułpl_PL

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Glottodidactica, Vol. 36 (2010)